For about 150 years, law schools have relied on the Case Method to teach the skills and art of ysis to first-year law students. Yet many first-year students struggle academically. They do not struggle because they lack intellectual ability. Instead, they struggle because they are suddenly immersed in a unique and seemingly opaque educational process where nobody has concretely explained what they should try to learn, much less how to learn it. So these students are forced to try to understand their professors’ teaching methods on their own―a diffit task for many beginning students, even those who may “get it” but cannot artiate what “it” is.
So students understandably ask fundamental questions like the following. Why do reading assignments consist of appellate court opinions? Why do professors rely on the Socratic Method? Why do law school classes so often leave students with more questions than answers? Why do professors’ teaching methods differ from their assessment methods and how can students bridge that gap? What do instructors look for when they grade essay exam answers? Why can law students believe they knew “all the rules,” yet get poor grades?
Cracking the Case Method, 3d ed. , provides concise and accessible instruction on how to succeed in law school by answering these questions―and many others. Students need to know what to study and how the opinions they read and discuss in class relate to law school exams. This book provides an in-depth examination of these critical topics:
The Case Method: 1) how it relates to Socratic-style questioning, and 2) how it helps develop ytical skills. Semester-long strategies for learning how to “think like a lawyer” by getting the most out of reading judicial opinions, attending classes, outlining, and preparing for exams.
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